Forces and their effects
7K
This unit revises the concepts of forces and their effects and
extends pupils’ knowledge of friction, gravity and speed.
These ideas are presented using a theme of outdoor sports,
such as climbing and kayaking, to link to ideas about forces,
friction and floating.
We recommend approximately 8 hours of teaching time for this unit.
7
K
From KS2 most pupils will:
• know about different kinds of forces, including magnetism, gravity,
upthrust and friction
• know that unbalanced forces can change the speed or direction
of movement of an object, and that forces are balanced when an
object is at rest
• know that objects in water experience an upthrust, and that
weight is a force measured in newtons
• be able to measure a force using a force meter
• know some of the factors that increase friction between solid
surfaces and increase air resistance and water resistance.
This unit builds on ideas introduced in the QCA Scheme of Work for
KS2: Unit 4E Friction and Unit 6E Balanced and unbalanced forces.
• Topic 7Ka introduces the outdoor activity theme for the unit,
and revisits ideas about forces first met at KS2: that forces are
pushes or pulls, that forces can change the speed or direction of
movement of something or change its shape. This topic also looks
at the difference between mass and weight. Could level work
looks at bathroom scales.
• Topic 7Kb looks at friction, the effects of surface roughness on
friction, and lubrication. It also discusses various ways in which
friction is helpful and not helpful. Could level work asks pupils
to analyse the results of a weight and friction experiment. The
practical activity on investigating the factors affecting friction can
be used for training or assessment for Attainment Target 1, and a
set of level descriptions is provided in the ASP.
• Topic 7Kc looks at floating and sinking, and emphasises that
things float when weight is balanced by upthrust. Could level
work is provided on the Plimsoll line and Archimedes, and in
looking in more detail at how the use of friction and buoyancy
can help to keep outdoor sports safe.
• Topic 7Kd looks at balanced forces, and how forces are measured
using springs. Could level work is provided on climbing ropes.
• Topic 7Ke introduces the idea that different units for speed can
be appropriate for different circumstances. Vehicle stopping
distances and distance–time graphs are introduced. Could level
work is provided on speed records.
Expectations
Key concepts
At the end of this unit…
All pupils must:
(L4) Recognise some pieces of equipment that make use of forces.
(L5) Recognise that ideas about forces have changed as scientists
have carried out more experiments.
Most pupils should:
(L6) Describe examples of how using equipment to control forces
lets us do things that we would not be able to do.
(L6) Explain why safety standards are needed for sporting
equipment.
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Some pupils could:
(L7) Recall examples of how and why ideas about forces have
changed.
Key processes
At the end of this unit…
All pupils must:
(L4) Use force meters to measure forces accurately using the
correct units.
(L4) Make and test predictions.
Most pupils should:
(L5) Make predictions that are explained using scientific knowledge.
(L6) Use ideas about the causes of friction to suggest one or more
variables that may affect the amount of friction.
(L6) Plan to control variables in an investigation, explaining why
they need to be controlled.
(L6) Make careful observations and repeat them where necessary.
(L6) Draw conclusions and match them to predictions.
Some pupils could:
(L7) Use secondary sources to identify a range of variables that
may affect the amount of friction, and plan an investigation to
investigate them.
(L7) Present data as a line graph with a line of best fit.
Range and content
At the end of this unit…
All pupils must:
(W4) Recall that a force is a push or a pull.
(L4) Name and identify some different forces.
(L4) Identify contact and non-contact forces.
(L5) Describe what friction, upthrust and gravity do.
(L5) Identify the different sorts of friction and say how they can be
useful or not.
Most pupils should:
(L5) Describe how forces acting on an object can work with or
against each other.
(L6) Draw diagrams to show the directions in which forces act and
their sizes.
(L6) Identify balanced and unbalanced forces.
(L6) Explain how friction can be reduced.
(L6) Describe the difference between mass and weight.
(L7) Explain what is meant by speed and be able to calculate
speeds.
(L7) Explain what is meant by density and be able to calculate
densities.
Some pupils could:
(L7) Explain why weights change when objects are taken to other
planets.
(L7) Recall what a resultant force is and calculate resultant forces.
For a list of updated and vetted websites that can be used to
support your teaching of this unit please visit the
Exploring Science: How Science Works E-Forum
(http://groups.google.co.uk/group/exploringscience).
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Forces and their effects
7K NC Statements covered
3 Range and content
Statement
From KS2
Statement
Topic
Topic
1b Forces are interactions between objects and
can affect their shape and motion.
all
Sc4 2a About ... forces of attraction between magnets
(pt)
and magnetic materials.
7Ka
Sc4 2b That objects are pulled downwards because of
the gravitational attraction between them and
the Earth.
7Ka,
7Kc,
7Kd
Statement
Topic
a
7Kb, 7Kc, 7Kd
Sc4 2c About friction, including air resistance, as a
force that slows moving objects and may
prevent objects from starting to move.
7Ka,
7Kb
Research, experiment, discuss and develop
arguments.
b
Pursue an independent enquiry into an
aspect of science of personal interest.
7Kb, 7Kc, 7Kd
Sc4 2e How to measure forces and identify the
direction in which they act.
7Ka,
7Kb,
7Kc,
7Kd
c
Use real-life examples as a basis for finding all
out about science.
e
Experience science outside the school
environment including in the workplace,
where possible.
h
Explore contemporary and historical
7Ka, 7Kc, 7Kd
scientific developments and how they have
been communicated.
j
Consider how knowledge and
7Ka, 7Kc
understanding of science informs personal
and collective decisions, including those on
substance abuse and sexual health.
k
Make links between science and other
subjects and areas of the curriculum.
4 Curriculum opportunities
At KS3
1 Key concepts
Statement
Topic
Using scientific ideas and models to explain
phenomena and developing them to
generate and test theories.
7Kb, 7Kc, 7Kd
1b Critically analysing and evaluating evidence
from observations and experiments.
7Ka, 7Kb, 7Kc,
7Kd
1a
2a
Exploring how the creative application of
all
scientific ideas can bring about technological
developments and consequent changes in
the way people think and behave.
2b Examining the ethical and moral implications 7Kc, 7Ke
of using and applying science.
3a
Recognising that modern science has its
7Ka, 7Kc, 7Kd
roots in many different societies and cultures
and draws on a variety of valid approaches
to scientific practice.
2 Key processes
1a
Statement
Topic
Use a range of scientific methods and
techniques to develop and test ideas and
explanations.
All
1b Assess risk and work safely in the laboratory
field and workplace.
7Kb, 7Kc,
7Kd, 7Ke
1c
Plan and carry out practical and investigative
activities, both individually and in groups.
7Ka, 7Kb, 7Kc,
7Kd
2a
Obtain, record and analyse data from a wide all
range of primary and secondary sources,
including ICT sources and use their finding to
provide evidence for scientific explanations.
2b Evaluate scientific evidence and working
methods.
7Kb, 7Kd
3a
7Kb, 7Kd, 7Ke
Use appropriate methods, including ICT,
to communicate scientific information and
contribute to presentations and discussions
about scientific issues.
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7K
7Ka, 7Kc
7Ka, 7Kb, 7Kc
7
K
Links with other units
9J
Mass and weight.
9K
Speed calculations.
9L
Pressure and moments.
Cross-curricular links
Topic
Links
7Ke
PSHEE – Road safety.
Skills opportunities for Personal, Learning and Thinking Skills (PLTS),
literacy, numeracy and ICT are included in the individual topic
notes.
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7K
Forces and their effects
Framework statements covered by Unit 7K
1 How Science Works
1.1 Explanations, arguments and decisions
Code
Framework threads
Year 7
1.1a3
Scientific thinking: developing argument
Identify a range of scientific data and other evidence to 7Ka, 7Kc, 7Kd
back an argument and the counterclaim in less complex
and/or familiar contexts, e.g. establishing a wind farm.
1.1b
Applications, implications and cultural understanding
Topic
Recognise that scientific evidence can be used to
support or disprove theories.
7Ka
Describe some benefits and drawbacks of scientific
developments with which they are familiar.
7Ka, 7Kb, 7Kc
7Kd, 7Ke
Recognise that decisions about the use and application 7Ka, 7Kb, 7Ke
of science and technology are influenced by society and
individuals.
1.1c
7
K
Communication for audience and with purpose
Use key scientific vocabulary and terminology in
discussions and written work.
7Kb, 7Ke
Identify and use the conventions of various genres for
different audiences and purposes in scientific writing.
7Kb, 7Ke
1.2 Practical and enquiry skills
Code
Framework threads
Year 7
Topic
1.2a
Using investigative approaches: planning an approach
Describe an appropriate approach to answer a scientific
question using a limited range of information and
making relevant observations or measurements.
7Kb, 7Kc, 7Kd
1.2b
Using investigative approaches: selecting and managing
variables
Recognise the range of variables involved in an
investigation and decide which to control.
7Kb, 7Kc
1.2c
Using investigative approaches: assessing risk and
working safely
Explain how action has been taken to control obvious
risk and how methods are adequate for the task.
7Kb, 7Kc, 7Kd
1.2d
Using investigative approaches: obtaining and
presenting primary evidence
Describe and record observations and evidence
systematically.
7Ka, 7Kb, 7Kc
7Kd
Recognise that the presentation of experimental results
through the routine use of tables, bar charts and simple
graphs makes it easier to see patterns and trends.
7Ka, 7Kb, 7Kd
Describe patterns and trends in results and link this
evidence to any prediction made.
7Ka, 7Kb, 7Kc
7Kd
Describe and suggest how planning and
implementation could be improved
7Kb, 7Kc, 7Kd
1.2e
1.2f
Working critically with primary evidence
Working critically with secondary evidence
Describe patterns and trends in secondary evidence and 7Kb, 7Kd, 7Ke
link these to the prediction or conclusion drawn.
4 Energy, electricity and forces
Code
Framework sub-strands
Year 7
Topic
4.2
Forces
Recognise the forces acting on an object in different
situations..
7Ka, 7Kc, 7Kd
7Ke
Distinguish between situations involving balanced and
unbalanced forces.
7Ka, 7Kc, 7Kd
7Ke
Recognise that forces can combine or wholly or partly
cancel each other out and their size and direction can
be represented using arrows.
7Ka, 7Kd, 7Ke
Recognise that there are contact forces and forces that
act at a distance
7Ka, 7Kb, 7Kd
7Ke
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Learning objectives
All pupils must: describe what a force is and describe contact and non-contact forces; explain that
forces change the shape, speed and direction of an object; explain how a force can be measured, and
recall the units; appreciate that mass and weight are different things, and recall the units for both;
recall that ideas about forces have changed over time.
© Pearson Education Limited 2008
Exploring Science
All pupils must: recall that upthrust is a force that pushes up in water or air; explain that an object will
float when the upthrust and weight are balanced.
Should Most pupils should: recall that the amount of upthrust depends on the liquid the object is floating in; displacement, density
describe how to measure the volume of regular and irregular objects; describe how to calculate
density; explain how to work out if something will float by comparing the density of the object and the
liquid; apply their knowledge of friction, forces and floating to outdoor activities.
Could Some pupils could: recall that Archimedes was the first person to explain why objects floated.
Must
7Kd
7Ke
Must
7Kc
Starter 1, Exploring 1, Exploring 2, Explaining 1,
Explaining 2, Plenary 1, Homework 2
Starter 1, Exploring 2, Exploring 3, Explaining 1,
Explaining 2, Explaining 3, Explaining 4,
Explaining 5, Plenary 1, Homework 3
Starter 1, Starter 3, Exploring 1, Explaining 1,
Explaining 2, Plenary 4, Homework 1
Starter 1, Starter 2, Explaining 1, Explaining 2,
Explaining 3, Explaining 5, Plenary 1
Explaining 4, Exploring 1, Plenary 4, Homework 2
Starter 1, Starter 2, Explaining 1, Explaining 2,
Explaining 3, Explaining 5, Plenary 1
Explaining 4, Exploring 1, Plenary 4, Homework 2
Starter 1, Exploring 1, Exploring 2, Exploring 4,
Explaining 1, Plenary 1, Plenary 3, Homework 1
Starter 1, Exploring 2, Exploring 3, Explaining 1,
Explaining 2, Explaining 3, Explaining 4,
Plenary 1, Homework 2
Starter 2, Starter 5, Exploring 1, Exploring 3,
Explaining 1, Explaining 2, Plenary 1, Plenary 2,
Homework 2
Starter 2, Starter 3, Starter 5, Exploring 3,
Explaining 1, Explaining 2, Explaining 3,
Plenary 1, Plenary 2, Homework 3
Starter 2, Explaining 1, Explaining 2,
Explaining 3, Plenary 2, Explaining 5, Plenary 3
Explaining 4, Exploring 1, Plenary 5, Homework 1
Tasks
Starter 1, Starter 5, Exploring 1, Exploring 2,
Explaining 2, Plenary 1, Plenary 2, Homework 1
edition
Starter 1, Explaining 1, Exploring 1, Explaining 2,
Explaining 3, Plenary 4, Plenary 5, Homework 3
Starter 1, Exploring 1, Exploring 2, Explaining 1,
Explaining 2, Plenary 1, Homework 3
km/h, m/s, mph, speed
Starter 1, Explaining 1, Explaining 2, Exploring 2,
Explaining 3, Plenary 4, Homework 1
braking distance, distance–time graph, Starter 1, Explaining 1, Exploring 1, Explaining 2,
stopping distance, thinking distance.
Explaining 3, Plenary 4, Plenary 5, Homework 2
elastic, stationary
balanced forces, unbalanced forces
All pupils must: explain that friction is a force between two surfaces touching each other; explain that
friction slows things down; recall that rough surfaces produce more friction than smooth surfaces;
describe some situations in which friction is helpful and some where it is not; recall that air resistance
and water resistance are forms of friction.
Should Most pupils should: describe the effects of friction; explain that friction can be reduced by adding a
lubricant, lubrication
lubricant; be able to design a fair test to investigate friction; apply ideas about forces and friction in
different contexts.
Could Some pupils could: recall that materials such as PTFE produce very little friction and are used in
making non-stick pans.
All pupils must: describe the difference between balanced and unbalanced forces; describe what will
happen in simple situations involving balanced or unbalanced forces; recall that ideas about forces
have changed as new experiments have been carried out.
Should Most pupils should: describe some differences between modern ideas about forces and older ideas,
and the role of experimentation in changing ideas; recall that a spring stretches evenly up to a certain
point; describe how this principle is used in many force meters (also known as newton meters).
Could Some pupils could: recall that springs have an elastic limit beyond which stretching is non-uniform;
explain some applications of elasticity (other than force meters).
Must
All pupils must: state that speed is how far an object moves during a set period of time; recall that
speed is normally measured in m/s, km/h or mph.
Should Most pupils should: interpret a simple distance–time graph; explain what thinking distances, braking
distances and stopping distances are, and how they are affected by road conditions and driver
alertness; suggest some reasons why safety standards are needed in certain situations.
Could Some pupils could: apply ideas about forces and times to athletics records.
Must
Some pupils could: explain why the weight of an object would change if taken to the Moon; explain
how bathroom scales work.
Key words
air resistance, contact force, force,
force meter, friction, gram (g), gravity,
kilogram (kg), mass, newton (N),
newton meter, non-contact force,
upthrust, water resistance, weight
magnetism, static electricity
7Kb
Could
Should Most pupils should: recall that the size of a force can be represented by the size of an arrow on a
diagram; explain the difference between mass and weight.
Topic Level
7Ka Must
This page suggests routes through the Unit at three different levels, using some of the tasks provided. Many other teaching sequences are possible using the alternative teaching materials and tasks provided or
by adding your own materials. We recommend approximately 8 hours of teaching time for this unit.
7K Routes through the unit
Forces and their effects
7K
7
K
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7K
Forces and their effects
7K Background information
7Ka – Sport and forces/The forces are with us
The classification of forces into contact and non-contact forces
helps pupils to categorise what they should already know about
forces.
For the sake of simplicity the term resultant force has not been
used. A resultant force is the combined effect of two or more forces
acting on an object.
Isaac Newton (1642–1727), after whom the unit of force is named,
was a physicist and mathematician. He published his research
on the motion of bodies and the law of universal gravitation in a
book called Philosophiae naturalis principia mathematica (usually
known as the Principia) in 1687. He was the first person to produce
a mathematical explanation how gravity controlled the planets.
7
K
Weight and mass
It is important to emphasise that weight is a force caused by gravity
acting on our bodies (or any other object made of matter). Weight
changes if the force of gravity changes. Mass (the amount of matter
in an object) is always the same – it is not affected by gravity.
The weight of an object can be calculated by multiplying the mass
by the local gravitational field strength (approximately 10 N/kg
on the surface of the Earth). If weight = mass × gravity, then an
object in deep space far away from any planets or stars has no
weight because gravity in space is taken as zero (but see also
Background information for Topic 7Ld). On Earth, the strength of
gravity gets smaller the higher you go above sea level. We would
all weigh less if we took our bathroom scales to the top of Mount
Everest, but we would still have the same mass.
7Kb – Friction
What causes friction?
Even the smoothest surfaces are very uneven at the microscopic
level. Electron micrograph pictures of ‘smooth’ surfaces show a
number of projections above the surface. Two surfaces in contact
will actually only be touching via these projections. Thus the area in
contact is very small, and the pressure on the touching points very
large. There is an attraction between the molecules on the different
surfaces, so they tend to stick together. This adhesion is what
causes friction.
Factors affecting friction
Friction is a force that always acts to oppose the relative motion of
two surfaces. The size of the frictional force is proportional to the
size of the force pressing the two surfaces together, and on the
type of materials in contact. The size of the frictional force does not
depend on the area in contact (as long as the force pressing the
surfaces together is constant), nor does it depend on the speed of
movement.
Smoother surfaces will have more points of contact between them,
thus reducing the pressure on the projections and reducing the
attraction between the molecules in contact.
Lubrication reduces friction by preventing the surfaces touching
each other. Wet roads are lubricated by water, which reduces the
grip of tyres. The tread on tyres is there to channel the water away
from the surface, not to increase the grip because of increased
roughness. Racing cars use ‘slicks’ (tyres with no tread) when the
track is dry.
Simplifying friction
It is probably best to present friction to pupils as being caused by
rough surfaces ‘catching on each other’, which is an acceptable
simplification for Year 7 pupils. The difference between rough and
smooth surfaces can be explained by the smooth surface having
fewer ‘sticking out bits’ to catch on the other surface.
Air resistance and water resistance (both known as drag) are
introduced in the Pupil’s Book as forms of friction. Gases and
liquids are collectively referred to as fluids, and the causes of drag
in fluids are not the same as the causes of friction between solid
surfaces. A body moving through a fluid will drag some fluid with it,
causing the fluid near the body to move at different speeds. Drag is
also caused by changes in fluid pressure and flow pattern around
the body. Drag in fluids depends on the density and viscosity of
the fluid, on the shape and size of the body, and on the speed of
movement (varying with the square of the speed). The difference
in density between water and air explains why water resistance is
much more noticeable than air resistance.
7Kc – That floating feeling/Focus on Safe sports
The upthrust on an object is equal to the weight of water being
displaced (pushed aside) by that object. The more water displaced,
the greater the upthrust. Salt water is denser than pure water, so
the mass (and therefore weight) of water an object displaces is
greater if it is salt water, and the upthrust is also greater. Some
pupils may have noticed that they float better in the sea than in the
swimming pool. The opposite effect occurs in warm or hot water
– this is less dense than cooler water, so a smaller weight of water
is displaced and the upthrust is less. This is the principle behind the
Plimsoll line. A ship loaded in cold, dense water will float lower
down when it enters warm tropical waters. It sinks lower because
it displaces a bigger volume of the less dense tropical water. The
Plimsoll line indicates safe loading levels for ships according to the
type of water they are in: fresh water, tropical water, north Atlantic
sea (i.e. salty and cold) etc.
A ‘rule’ for determining if something will float is that an object will
float in a liquid if it is less dense than that liquid. In the case of steel
ships, steel itself will not float but, because of the air spaces within
the ship, the average density of the whole ship is less than that of
water.
Archimedes (287–212 BCE) was a Greek mathematician. He was
the first person to understand what made an object float and wrote
the law called Archimedes’ Principle. It is said that he shouted
‘Eureka!’ (‘I have found it!’) when he climbed into his bath and
noticed the water level rising. When the Romans captured his home
town on the island of Sicily, a Roman soldier told him to follow him
to see the Roman governor. Archimedes asked the soldier to wait.
The soldier was so incensed by this request that he killed him.
A Galileo thermometer works because water expands when
heated, and so its density also changes. The glass containers inside
the thermometer are made to have different densities, and float to
the surface at different temperatures.
7Kd – Balancing act
Balanced forces and action–reaction pairs
A detailed study of forces would make the distinction between
balanced forces and action–reaction pairs (as described by
Newton’s third law of motion). Action–reaction pairs are always
equal in magnitude and in opposite directions, are of the same
type, and act on different bodies. To take one example from the
Pupil’s Book:
This is the simple version presented in the book, showing balanced
forces on the boat.
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7K
becomes much more difficult to stretch.
7Ke – The need for speed/Safety standards
Pupils tend to grasp the basic concept of speed fairly easily. The
main problem is likely to be how the various units (m/s, km/h,
mph) relate to each other. Pupils will be familiar with mph but
should be encouraged to look at speed in terms of m/s and km/h.
If the action–reaction pairs are considered, the picture becomes more
like this (not all of the vertical forces have been shown, for clarity):
The stopping distances quoted in the Highway Code were
measured some time ago. The distances will be increased by factors
such as wet or icy roads, tired or inebriated drivers. Modern cars,
particularly sports models, could have stopping distances shorter
than those quoted.
For reference purposes, a few ‘speed records’ are shown below:
• The fastest land animal is the cheetah at 113 km/h (70 mph).
• The slowest growing animal is a variety of the deep sea clam
which grows only 8 mm in 100 years.
• In 1994, in the USA, someone ‘ran’ 50 m on their hands in just
under 17 s.
• The fastest growing plant is bamboo, at 90 cm per day.
The fastest human has not been quoted, as this changes as records
are broken.
7
K
As far as possible, the examples given in this unit avoid showing
action–reaction pairs because the lack of distinction between
balanced forces and action–reaction pairs is considered an
acceptable simplification at this level.
Measuring forces
The main instrument used by pupils is the force meter, also called
a newton meter. The term ‘spring balance’ is sometimes used, but
in science ‘balance’ usually refers to an instrument for determining
mass, not weight. The principle behind all force measuring
instruments is the measurement of the change of shape brought
about by an applied force.
Elastic and plastic
Materials or objects (such as springs) which stretch when a force is
applied and then return to their original shape/dimensions are
called elastic. Materials that are not elastic are plastic – when a
force is applied they deform but do not return to their original shape
when the force is removed.
Elastic limit and Hooke’s Law
Materials and springs are elastic only up to a certain point. If
sufficient force is applied the deformation will be permanent
– the material has exceeded its elastic limit. Below this limit the
stretching is caused by atoms in the material moving further away
from each other; when the force is removed the atoms resume
their normal positions. There is a linear relationship between the
load and the extension, as stated in Hooke’s Law, ‘the extension is
directly proportional to the load’. In other words doubling the load
will double the extension. Beyond the elastic limit the force causes
planes of atoms to move over each other – to change position
– and the material is permanently deformed.
Stretching polymers
It is important to use springs in stretching experiments if pupils
are to discover a proportional relationship. Rubber or elastic bands
do not stretch in a uniform manner – the initial force causes
coiled or ‘zig-zag’ molecules to straighten out (which happens
relatively easily); when most molecules have been straightened,
the distances between the atoms are affected and the material
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Sport and forces
7Ka
Pupil’s materials
7
K
a
Number and title
Level
Location
Type
Tasks
Sport and forces
Must/Should
PB p149
Classwork
Starter 5
The forces are with us
Must/Should
PB p150–151
Classwork
Explaining 2
7K
Quick Quiz
Must/Should
ASP
Classwork
Starter 4
7K
Quick Quiz Answer Sheet
Must/Should
ASP
Classwork
Starter 4
7Ka
Quick Check
Must/Should
ASP
Classwork
Plenary 1
7Ka
Word Sheet
Must/Should
ASP
Homework
7Ka(1)
The forces are with us
Must
CHAP
Access
Explaining 2
7Ka(2)
Forces in action
Must/Should
CHAP
Practical
Exploring 1
7Ka(3)
Ideas about forces
Must/Should
CHAP
Classwork
Exploring 4
7Ka(4)
Find the forces
Must
CHAP
Homework
Homework 1
7Ka(5)
Forces reverseword
Should
CHAP
Homework
Homework 2
7Ka(6)
Bathroom scales
Could
CHAP
Homework
Homework 3
SS1–4
Thinking Skills
Should
CHAP
Skills Sheet
Plenary 4
Objectives
Exemplar topic plans
All pupils must:
(1) describe what a force is and describe contact and non-contact
forces
(2) explain that forces change the shape, speed and direction of
an object
(3) explain how a force can be measured, and recall the units
(4) appreciate that mass and weight are different things, and
recall the units for both
(5) recall that ideas about forces have changed over time.
Correctly use the words air resistance, contact force, force,
force meter, friction, gram (g), gravity, kilogram (kg),
mass, newton (N), newton meter, non-contact force,
upthrust, water resistance, weight.
Most pupils should:
(6) recall that the size of a force can be represented by the size
of an arrow on a diagram
(7) explain the difference between mass and weight.
Correctly use the words magnetism, static electricity.
Some pupils could:
(8) explain why the weight of an object would change if taken to
the Moon
(9) explain how bathroom scales work.
MUST
PB pages
149–151
SHOULD
Starter 1
Starter 5
Exploring 1
Exploring 2
Explaining 2
Plenary 1
Plenary 2
Homework 1
COULD
PB pages
149–151
Starter 2
Starter 3
Starter 5
Exploring 3
Explaining 1
Explaining 2
Explaining 3
Plenary 1
Plenary 2
Homework 3
Topic notes
• Targets for the lesson can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
• Misconception: many pupils will think that mass and weight are
the same thing.
PB pages
149–151
Starter 2
Starter 5
Exploring 1
Exploring 3
Explaining 1
Explaining 2
Plenary 1
Plenary 2
Homework 2
SHOULD
2 Yr KS3*
PB pages
149–153
7Ka Starter 2
7Ka Starter 5
7Ka Exploring 3
7Ka Explaining 2
7Kb Plenary 2
7Kb Explaining 2
7Kb Explaining 5
7Kb Plenary 1
7Kb Starter 1
7Kb Explaining 4
7Kb Exploring 1
7Kb Plenary 4
7Kb Homework 3
* This table is repeated in 7Kb.
Be prepared: 7Ka
Explaining 1: ice cubes.
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Sport and forces
7Ka
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’
rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;
where these symbols appear in brackets it indicates that the task can be carried out with or without their use.
Task
Level
NC
Type
Objectives
Skills
Starter 1
M/S
4
Classwork
1, 2, 3
PLTS (Ep, Rl)
1b
Starter 2
S
4–5
Classwork
1–4, 6
PLTS (Ct)
1b
Starter 3
M/S
4–5
Classwork
2
PLTS (Ep)
1b
Starter 4
M/S
4–5
Classwork
all topics
PLTS (Rl)
Starter 5
M/S
4
Classwork
1, 2
Exploring 1
M/S
4
Practical
1-3
PLTS (Tw)
1a, 1c,
2a
Exploring 2
M
4
Practical
3
PLTS (Tw), Num (M)
1a, 1c, 2a 1b
Exploring 3
M/S
5–6
Practical
3, 4, 7
PLTS (Tw), Num (M, L)
Exploring 4
M/S
4–5
Classwork
5
Explaining 1
M/S
5–6
Classwork
4, 7
Explaining 2
M/S
4–6
Classwork
1, 3, 4, 6, 7
Explaining 3
C
5–6
Classwork
9
Plenary 1
M/S
4–5
Classwork
1, 6
Plenary 2
M/S
4
Classwork
1, 6
Plenary 3
M
4
Classwork
1
Plenary 4
S
4
Classwork
1
PLTS (Ct)
1b
Plenary 5
2 KP
3 RC
M
1b
1b
1a, 1c, 2a 1b
3a
1b
PLTS (Ct)
2a
PLTS (Ep, Rl), Lit (WF)
1b
c
1b
c
1b
1, 4, 7
Lit (WF)
1b
1
Lit (WF)
1b
Homework 2 S
4
Homework
1, 3, 4, 7
Lit (WF)
1b
Homework 3 C
5–6
Homework
9
Lit (EC)
1b
5: Pupil’s Book page 149 (AT)
This reminds pupils of some of the forces they should have studied
at KS2, introduces the outdoor sport theme for the unit and also the
© Pearson Education Limited 2008
c
1b
Homework
4: Quick Quiz
Afl Use the 7K Quick Quiz as a baseline assessment for this unit.
Pupils could record their answers on the 7K Quick Quiz Answer
Sheet.
7
K
a
1b
Classwork
3: Ideas about forces AT
The third AT presentation link on page 150 opens Ideas about
forces – a concept cartoon with different statements about forces,
some of which are incorrect. Ask pupils to comment on each
statement, saying if they think it is correct or not, and if not, why
not. Keep answers to revisit at the end of the unit. Some of the
statements apply to floating and to friction, which are covered in
later topics.
h
1b
4
2: Forces concept map
Afl Ask pupils to draw a concept map to show what they know
about forces. If necessary, give them a list of words to include, such
as push, pull, spring, force, magnet etc. This task can act as a baseline
assessment to help you to plan the teaching for the rest of the unit.
c, e, j, k
1b
4–5
1: Forces revision
Afl As the first part of the topic is largely KS2 revision, start
by asking pupils to write down the key facts they recall about
forces. Then elicit ideas from the class about the different kinds of
forces and what they can do. Ask for ideas about how forces are
measured – many pupils will have come across force meters at
KS2. Remind them of the units. Ask pupils to revisit their lists and
add anything they missed.
4 CO
1b
2a
Homework 1 M
Starters
UNIT12.indd 269
1 KC
c
idea that many modern sports would not be possible without
technological developments (such as the aircraft needed for skydiving).
The AT video link on page 149 opens Outdoor sports – a clip
showing Jim, an instructor at an outdoor centre talking about the
kinds of sports taught at the centre, and in general terms about
how some technological developments have made climbing safer.
Exploring tasks
1: Practical: Circus of forces
Place equipment around the lab, numbered to match Worksheet
7Ka(2).
1 A pair of magnets.
2 An ice cube and a similar sized block of wood, for pupils to push
along the bench.
3 A piece of natural string (the rougher the better) and a piece of
plastic string, for pupils to tie knots with.
4 A spring that can be stretched between the hands without
exceeding its elastic limit. Pupils should be able to feel that the
force exerted by the spring increases as the extension increases.
5 A force meter and an object to weigh.
6 Observing the time taken for a piece of paper to fall varying with
the amount it is crumpled up.
 Clear up any water spills from melting ice.
Resources (per group)
(1 to 3 sets only if done as a circus, depending on class size):
1 2 bar magnets (N and S marked); 2 ice cube; similar sized
block of wood; 3 piece of natural string; piece of plastic string;
4 spring; 5 force meter; object to weigh that can be hooked
onto force meter; 6 sheets of paper; Worksheet 7Ka(2).
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7Ka
Sport and forces
2: Practical: More forces
Give pupils practice using force meters by asking them to weigh
a range of objects, and also to measure other forces, such as the
force required to open a door, to drag a book or other object along
a bench, or the force they can exert with their little fingers.
Resources (per group)
Force meter; variety of objects to weigh and/or pull.
7
K
a
3: Practical: Mass and weight
This practical is best carried out after Explaining 1. Ask pupils to
weigh a range of objects using scales marked in both grams/
kilograms and newtons. If such scales are not available, provide a
range of labelled masses (slotted masses will do, but other objects
could be used if their masses are measured before the lesson and
marked on them). If possible, use bathroom scales to find the
masses of the pupils themselves. Be aware that some pupils may
be sensitive about their weight/mass. Ask pupils to compile a
table of weight against mass. Pupils could be asked to plot graphs
to show their results, and work out the weight of 1 g. Pupils can
then use their graphs to work out the weight of other items of
known mass.
Resources (per group)
Access to a range of items with masses marked; force meter;
bathroom scales; graph paper.
4: Aristotle’s ideas about forces
Worksheet 7Ka(3) introduces Aristotle’s ideas about why things fall,
float or rise, and contrasts them with our current ideas.
Explaining tasks
1: Mass and weight
Elicit pupils’ ideas about mass and weight by asking them how
much they weigh – answers are likely to be in kilograms or stones.
You could then ask what happens to their weight if they go into
space, but point out that their bodies would not have changed. This
introduces the need for another measurement (mass) to quantify
the amount of substance in something. Discuss the fact that the
scientific definition of weight is the force caused by gravity acting
on our bodies and, because it is a force, its units are in newtons.
It is acceptable to talk about weighing 5 kg of potatoes in a
supermarket, but not in a science lesson!
2: Pupil’s Book pages 150–151
This introduces the idea of contact and non-contact forces, and
discusses the difference between mass and weight.
• Must: read through the text with pupils and discuss the
questions with them. Rather than having pupils write answers
to the questions, they could just go straight to the cloze exercise
provided (see Plenary 5).
Worksheet 7Ka(1) is the Access Sheet.
Plenaries
1: Quick Check
Afl Use the Quick Check as a plenary activity, asking pupils (or
groups of pupils) to add arrows to the diagrams, and then discuss
the sizes of the forces. The discussion could also include the names
of the forces involved, to help to reinforce the scientific vocabulary
used in the lesson.
2: Where are the forces? AT
Afl The AT animation link on page 150 opens Where are the
forces? – a drag and drop activity asking pupils to add force arrows
to various pictures, and to name the forces concerned. Note that
once an arrow or a label has been placed it cannot be moved until
answers have been checked.
3: Contact and non-contact forces card sort AB/AT
Afl The AT document link on page 150 opens Contact and noncontact forces – a card sort activity asking pupils to classify forces
as contact forces or non-contact forces. Pupils could work on this
individually or in small groups.
4: Thinking about forces (AT)
• OOO: friction, gravity, magnetism. (Possible answers: friction is
the only contact force and is the only one that always tries to slow
things down; magnetism is the only one that can push or pull;
gravity is the only one that gives us weight.)
• CAP: a bicycle is slowing down. (Possible answers: it is going up a
hill; the rider has stopped pedalling; it is going into the wind and
air resistance is slowing it down; it has gone into water and water
resistance on the wheels is slowing it down.)
• PMI: gravity on Earth should be weaker. (Possible answers:
P – it would be easier to pick things up; M – things would blow
away more easily on windy days; I – which sports records would
change?)
The second AT presentation link on page 151 opens Thinking about
forces – a PowerPoint presentation version of this task.
5: I can ... cloze exercise AB/AT
Afl The AT document link on page 151 opens a cloze exercise
summarising the content of pages 150–151. There is also an AT
presentation version with answers.
Homework tasks
1: Worksheet 7Ka(4) provides questions and a wordsearch to help
pupils to learn the names of the different forces discussed in this
topic.
2: Worksheet 7Ka(5) provides a reverseword, in which pupils
are asked to write a set of clues for an already-completed
crossword.
3: Worksheet 7Ka(6) looks at how bathroom scales work. It will be
helpful, but not essential, if pupils have watched Explaining 3.
3: Practical: Bathroom scales
Remove the cover from a set of bathroom or kitchen scales
(mechanical, not electronic) to find out how they work – there
is usually a metal bar that deforms when someone stands on it,
and a mechanism to transform the deformation into movement
of the dial.
Resources
Set of mechanical bathroom or kitchen scales.
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7Kb
Friction
Pupil’s materials
Number and title
Level
Location
Type
Tasks
Friction
Must/Should
PB p152–153
Classwork
Explaining 2
Plenary 3
7Kb
Quick check
Must/Should
ASP
Classwork
7Kb
Word Sheet
Must/Should
ASP
Homework
7Kb(1)
Friction
Must
CHAP
Access
Explaining 2
7Kb(2)
Investigating friction 1
Must
CHAP
Practical
Exploring 1
7Kb(3)
Investigating friction 2
Should/Could
CHAP
Practical
Exploring 1
7Kb(4)
Friction – true or false?
Must/Should
CHAP
Classwork
Starter 2,
Plenary 4
7Kb(5)
Friction and sport
Must
CHAP
Homework
Homework 1
7Kb(6)
Mountain bikes
Should
CHAP
Homework
Homework 2
7Kb(7)
A curling question
Could
CHAP
Homework
Homework 3
SS1–4
Thinking Skills
Must/Should
CHAP
Skills sheet
Starter 1
SS28
Bar charts
Must/Should
CHAP
Skills Sheet
Exploring 1
SS29
Line graphs
Must/Should
CHAP
Skills Sheet
Exploring 1
Objectives
All pupils must:
(1) explain that friction is a force between two surfaces touching
each other;
(2) explain that friction slows things down
(3) recall that rough surfaces produce more friction than smooth
surfaces
(4) describe some situations in which friction is helpful and
some where it is not
(5) recall that air resistance and water resistance are forms of
friction.
Most pupils should:
(6) describe the effects of friction
(7) explain that friction can be reduced by adding a lubricant
(8) be able to design a fair test to investigate friction
(9) apply ideas about forces and friction in different contexts.
Correctly use the words lubricant, lubrication.
Some pupils could:
(10) recall that materials such as PTFE produce very little friction
and are used in making non-stick pans.
Topic notes
Targets for the lesson can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
7
K
b
Exemplar topic plans*
MUST*
PB pages
152–153
SHOULD*
Starter 2
Explaining 1
Explaining 2
Explaining 3
Plenary 2
Explaining 5
Plenary 3
PB pages
152–153
Explaining 4
Exploring 1
Plenary 5
Homework 1
COULD*
PB pages
152–153
Starter 1
Starter 2
Explaining 1
Explaining 2
Explaining 3
Explaining 5
Plenary 1
Starter 1
Starter 2
Explaining 1
Explaining 2
Explaining 3
Explaining 5
Plenary 1
Explaining 4
Exploring 1
Plenary 4
Homework 2
SHOULD
2 Yr KS3**
PB pages
149–153
7Ka Starter 2
7Ka Starter 5
7Ka Exploring 3
7Ka Explaining 2
7Kb Plenary 2
7Kb Explaining 2
7Kb Explaining 5
7Kb Plenary 1
Explaining 4
Exploring 1
Plenary 4
Homework 2
7Kb Starter 1
7Kb Explaining 4
7Kb Exploring 1
7Kb Plenary 4
7Kb Homework 3
* It is envisaged that you may want to spend twice the usual
amount of time on this topic for all pupils – there are two topic
plans for each level, to be used consecutively.
** This table is repeated in 7Ka.
© Pearson Education Limited 2008
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7Kb
Friction
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g.
‘starter’ rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or
ActiveTeach; where these symbols appear in brackets it indicates that the task can be carried out with or without their use.
Also consider using one of the plenaries from the previous topic as a starter task in this topic.
7
K
b
Task
Level
NC
Type
Objectives
Skills
Starter 1
M/S
4–5
Classwork
1, 2, 4, 6, 7
PLTS (Ct)
Starter 2
M/S
4–5
Classwork
6
Exploring 1
M/S/C
4–6
Practical
1, 3, 7, 8
Explaining 1
M/S
4–5
Practical
7
Explaining 2
M/S
4–5
Classwork
1–7
2a
1b
c
Explaining 3
M/S
4–5
Classwork
3, 6, 7
2a
1b
c, k
Explaining 4
M/S
4–5
Classwork
8
2b
1b
Explaining 5
M/S
4–5
Practical
8
2b
1b
Plenary 1
S
4–5
Classwork
1–7
3a
1b
Plenary 2
M
4
Classwork
1, 6
Plenary 3
M/S
4–6
Classwork
1–7
Plenary 4
M/S
4–5
Classwork
6
Plenary 5
M
PLTS (Ie, Sm), Num
(M, T, B, L)
2 KP
3 RC
4 CO
1b
1a, 1b
1a, 1b,
1c, 2a,
2b, 3a
1b
c
1b
a, b
1b
1b
c
PLTS (Ep, Tw)
1b
c
PLTS (Rl)
1b
c
Lit (WF)
1b
4–5
Classwork
1–7
Homework 1 M
4
Homework
1, 2, 4, 5
Homework 2 S
5
Homework
3, 4, 6, 7, 9
Lit (RR)
Homework 3 C
5–6
Homework
9
Num (C, L)
Homework 4 C
5–6
Homework
10
Lit (RR)
Starters
1 KC
2a
1b
c
1b
c
3a
1b
c
2b, 3a
1b
c
Exploring tasks
1: Thinking about friction (AT)
Afl Give pupils the following thinking skills questions to find out
what they already know about friction. You may wish to note any
misconceptions indicated by pupils’ answers, and revisit these
later in the lesson when pupils may be able to correct their own
misconceptions.
• PMI: there should be no friction. (Possible answers: P – cars
would need smaller engines; things wouldn’t wear away; M – cars
would not be able to stop; you would have to drink through
a straw because you couldn’t pick up a glass; I – what would
walking be like if there were no friction?)
• CAP: reasons why a bicycle might not go very fast. (Possible
answers: the axles need lubricating; the brakes are catching; there
is a strong wind blowing; the cyclist is not pedalling hard.)
The second AT presentation link on page 152 opens Thinking about
friction – a PowerPoint presentation version of this task.
2: Friction – true or false?
Afl Use the card sort activity provided in Worksheet 7Kb(4) to
find out what pupils know about friction. If the sorted piles of cards
can be kept until the end of the lesson, pupils could revisit this
activity to see if any of their ideas have changed. This activity will
be quicker if pupils are provided with the statements already cut up
into separate cards.
1: Practical: Factors affecting friction
Discuss with pupils the factors that could affect friction, and then
ask pupils to plan their own investigation. You may wish to carry out
Explaining 4 (an interactive activity asking pupils to spot mistakes
in an investigation) or Explaining 5 (a practical demonstration with
deliberate mistakes) to help them to think about fair testing before
they plan their own investigation.
Pupils could investigate the size of the area in contact, the
roughness of the surface, the force with which the two surfaces
are pushed together, or the speed at which the block is pulled. The
apparatus needed will depend on the pupils’ plans, but the list
below should cover most eventualities.
This practical can be used to carry out an AT1 Investigation. A sheet
of level descriptions is provided on pages 286–287 of the ASP. Note
that using Worksheet 7Kb(2) will limit pupils’ possible marks in the
planning strand.
• Must: pupils follow the directions on Worksheet 7Kb(2).
• Should/Could: pupils can plan their own investigation using the
hints on Worksheet 7Kb(3). Skills Sheets 28 and 29 may be of use
when presenting results.
 Take care that the block does not fall off the edge of
the bench.
Resources (per group)
Blocks of wood of different sizes fitted with hooks; force meter;
ramp; sheets of paper and sandpaper of different grades;
drawing pins; set of slotted masses; stop clock; Worksheets
7Kb(2) or 7Kb(3); Skills Sheets 28, 29
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Friction
Explaining tasks
1: Practical: Lubrication demonstration
Possible demonstrations are pulling an ice cube and a block of
wood along the bench pointing out that the water from melting
ice produces a lubricant, or use oil or washing up liquid to provide
a lubricating film between the bench and a block of wood being
pulled along it. You may wish pupils to push the blocks so they
can feel the effects of the lubricant themselves, or use a force
meter to quantify the different forces needed to pull lubricated and
unlubricated blocks.
Pupils can also be reminded of the practicals they carried out in
Topic 7Ka with the block of wood and ice cube, or the two types of
string (both parts of 7Ka Exploring 1), and asked why they think the
objects behaved differently.

Clear up any spilled liquids.
Resources
Ice cube; wooden block; oil or washing up liquid; force meter.
2: Pupil’s Book pages 152–153 (AT)
This looks at friction and its effects, and introduces the idea of
lubrication. Worksheet 7Kb(1) is the Access Sheet.
Many pupils will have a good practical understanding of friction
through their own experiences at home and in school, yet they may
not necessarily relate these experiences to the force of friction.
The usefulness of friction can be introduced by talking about
walking on ice or packed snow, about the use of brakes in cars and
on bicycles, and by discussing how pencils write.
• Must: it may be best to use this task together with Explaining 3,
which uses various videos to illustrate the points. For example,
use the AT to show pupils one paragraph or one photograph at a
time, and discuss with them what the pictures are showing, then
play the relevant video.
3: Using friction AT
• The first AT video link on page 152 opens Using friction in
climbing – a video showing Jim talking about the ways in which
friction is useful in climbing, and when it is not useful.
• The second AT video link on page 152 opens Friction and bicycles
– a video showing Jim talking about the uses of friction in
bicycles, and the factors which reduce useful friction. It also shows
how certain parts of bicycles are lubricated to reduce friction. Note
that the presenter talks about ‘pressure’ but really means ‘force’.
Challenge higher-attaining pupils to spot the mistake.
4: Measuring friction AT
Afl The AT animation link on page 152 opens Measuring friction
– an animation showing an investigation into friction, which
includes mistakes that mean the test shown is not fair. Ask pupils to
watch the animation and identify the mistakes. It may be necessary
to view it more than once.
The mistakes are:
• on the second trial the pupil forgets to put the weight on the
block
• on the third trial the pupil forgets to use the plank and uses the
table top instead
• on the fourth trial the block is not pulled at a steady rate
• on the fifth trial the plank is raised at one end.
© Pearson Education Limited 2008
UNIT12.indd 273
7Kb
5: Practical: Spot the mistake
Afl This is a practical alternative to Explaining 2 (spotting mistakes
in an investigation into friction). Demonstrate how to carry out an
investigation, but include deliberate errors such as changing two
variables at once. Ask pupils to point out the errors, and discuss
ways of improving the method. Take the opportunity to discuss the
need for repeat readings. The friction could be measured by finding
the force needed to pull a block along at a steady speed, or finding
the time taken for a block to slide down a ramp. The advantages
and disadvantages of each method could be discussed. This task
could be used to help pupils to plan their own investigation into
the factors affecting friction (Exploring 1).
 Take care that the block does not fall off the edge of
the bench.
Resources
Blocks of wood of different sizes fitted with hooks; force meter;
ramp; sheets of paper and sandpaper; drawing pins; set of
slotted masses; stop clock.
Plenaries
1: Ten facts about friction
Consolidate the work of this topic by asking pupils to produce an
information card with ‘Ten facts about friction’. They could do this
individually or in groups, and then share their facts with the rest
of the class. If time permits they could present their facts as an
electronic presentation.
7
K
b
2: Sources of friction AT
The AT video link on page 153 opens Friction – a video showing
eight different clips involving friction. Ask pupils to identify the
sources of friction in each clip, and to say whether the friction
is useful or not. You could extend this by also asking them to
comment on how the friction is increased or reduced in each case.
3: Quick Check
Afl Give pupils copies of the Quick Check sheet and ask them to
discuss the answers in groups. Give them five minutes to do this,
then ask groups to report back on one of the pictures. You could
also ask groups to think up a situation of their own, and to describe
the situation, helpful and unhelpful friction, and how the friction
could be controlled.
4: Friction – true or false revisited
Afl If you have kept the sorted cards from Starter 2, ask pupils
to look at their sorted cards and to move any cards that they now
think are in the wrong pile. Ask them to explain any changes they
have made, and why they made them.
5: I can ... cloze exercise AB/AT
Afl The AT document link on page 153 opens a cloze exercise
summarising the content of pages 152–153. There is also an AT
presentation version with answers.
Homework tasks
1: Worksheet 7Kb(5) provides questions to help to consolidate the
work in this topic.
2: Worksheet 7Kb(6) provides questions about friction and
lubrication.
3: Worksheet 7Kb(7) describes an investigation into friction, and
asks pupils to plot the results and draw conclusions.
4: Ask pupils to find out about Teflon® and its uses. Pupils could
report back verbally in the next lesson, or could produce a short
report, a poster or a presentation to communicate their findings.
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That floating feeling
7Kc
Pupil’s materials
Number and title
Level
Location
Type
Tasks
That floating feeling
Must/Should
PB p154–155
Classwork
Explaining 1
Focus on: Safe sports
7
K
c
Should/Could
PB p156–157
Classwork
Explaining 5
7Kc
Quick Check
Must/Should
ASP
Classwork
Plenary 1
7Kc
Word Sheet
Must/Should
ASP
Homework
7Kc(1)
That floating feeling
Must
CHAP
Access
Explaining 1
7Kc(2)
Safe sports
Should
CHAP
Access
Explaining 5
7Kc(3)
Floating, sinking and density
Must/Should
CHAP
Practical
Exploring 2
7Kc(4)
Upthrust in different liquids
Should
CHAP
Practical
Exploring 3
7Kc(5)
Floating questions
Must
CHAP
Homework
Homework 1
7Kc(6)
Safe kayaks
Should
CHAP
Homework
Homework 2
7Kc(7)
Archimedes
Could
CHAP
Homework
Homework 3
SS1–4
Thinking Skills
Should
CHAP
Skills Sheet
Plenary 2
SS22
Measuring volumes
Must
CHAP
Skills Sheet
Exploring 2
SS35
Evaluating
Should
CHAP
Skills Sheet
Exploring 3
Objectives
Exemplar topic plans
All pupils must:
(1) recall that upthrust is a force that pushes up in water or air
(2) explain that an object will float when the upthrust and
weight are balanced.
Most pupils should:
(3) recall that the amount of upthrust depends on the liquid the
object is floating in
(4) describe how to measure the volume of regular and irregular
objects
(5) describe how to calculate density
(6) explain how to work out if something will float by comparing
the density of the object and the liquid
(7) apply their knowledge of friction, forces and floating to
outdoor activities.
Correctly use the words displacement, density.
Some pupils could:
(8) recall that Archimedes was the first person to explain why
objects float.
Topic notes
Targets for the lesson can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
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MUST
PB pages
154–155
SHOULD
Starter 1
Exploring 1
Exploring 2
Exploring 4
Explaining 1
Plenary 1
Plenary 3
Homework 1
COULD
PB pages
154–157
Starter 1
Exploring 2
Exploring 3
Explaining 1
Explaining 2
Explaining 3
Explaining 4
Explaining 5
Plenary 1
Homework 3
PB pages
154–155
Starter 1
Exploring 2
Exploring 3
Explaining 1
Explaining 2
Explaining 3
Explaining 4
Plenary 1
Homework 2
SHOULD
2 Yr KS3*
PB pages
154–159
7Kc Plenary 1
7Kc Exploring 2
7Kc Explaining 1
7Kc Plenary 1
7Kd Explaining 1
7Kd Exploring 1
7Kd Plenary 1
7Kc Homework 2
7Kd Homework 2
* This table is repeated in 7Kd.
© Pearson Education Limited 2008
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That floating feeling
7Kc
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’
rather than ‘exploring’.) AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;
where these symbols appear in brackets it indicates that the task can be carried out with or without their use.
Also consider using one of the plenaries from the previous topic as a starter task in this topic.
Task
Level
NC
Type
Objectives
Skills
Starter 1
M/S
4–6
Classwork
1–3
PLTS (Ep, Ct)
Starter 2
M/S
4–6
Practical
2, 5
Exploring 1
M/S
4
Practical
1
Exploring 2
M/S
5–6
Practical
1, 2, 4, 5, 6
PLTS (Tw), Num (M,
C, T)
1a, 1b
1a, 1c, 2a 1b
a, b
Exploring 3
S
5–6
Practical
1–6
PLTS (Tw), Num (M,
C, T)
1a, 1b
1a, 1c, 2a 1b
a, b
Exploring 4
M
4–5
Practical
1, 2
PLTS (Ct, TW)
1a, 1b
1c
Explaining 1
M/S
5–6
Classwork
1–6
Explaining 2
S
5–6
Classwork
3, 5, 6
Explaining 3
S
5–6
Classwork
3, 5, 6
Explaining 4
S
6
Classwork
3, 6
1b
c
Explaining 5
C
4–6
Classwork
7
2a
1b
1b
c, e, j, k
Explaining 6
M/S
4–6
Classwork
1, 2, 6, 7
2a
1b
1b
c
Plenary 1
M/S
4–6
Classwork
2, 6
PLTS (Rl)
1b
Plenary 2
S
4–6
Classwork
1–6
PLTS (Ct)
1b
Plenary 3
M
4–6
Classwork
1–6
Lit (WF)
1b
Homework 1 M
4–5
Homework
1, 2
Num (C)
1b
Homework 2 S
4–5
Homework
1, 6, 7
Homework 3 C
6
Homework
1, 2, 6, 8
Starters
1: Brainstorm floating
Afl
Brainstorm pupils’ ideas about floating. Elicit suggestions for
things that float and sink, and ask them to speculate why some
things float and some things sink. Ask if they think the liquid used
makes any difference. If pupils’ ideas can be recorded it will be
useful to revisit their ideas at the end of the lesson to see if any of
their ideas have changed, or to allow them to identify what they
have learned during the lesson.
2: Practical: Float or sink?
Show pupils a range of materials, and ask them to suggest what will
happen if they are put into water. Ask how they can predict which
ones will float or sink, and demonstrate – particularly if they have
made incorrect predictions. Pupils are likely to predict that ‘heavy’
things will sink. If possible, have a small dense object (such as a ball
bearing) and a large piece of less dense material (such as a piece of
wood – but check it is not a dense hardwood that will sink) and
show that the wood is heavier than the ball bearing, but still floats.
Elicit the idea that it is the mass for a particular size that matters.
 Clear up any spills straight away.
Resources
Large beaker or glass bowl full of water; variety of objects/materials,
including one object that will float that is heavier than one of the
non-floating objects (e.g. a block of wood and a small ball bearing).
Exploring tasks
1: Practical: Feeling upthrust
Present pupils with a range of objects such as expanded
polystyrene, or sealed, empty plastic drinks bottles. Submerge them
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1 KC
2 KP
1a
3 RC
4 CO
1b
c
1b
1a, 1c
1b
a
1b
1b
1b
2b
Lit (EC)
2a, 2b
c
1b
7
K
c
1b
3a
1b
h
in a sink or bowl of water, and let pupils feel the force required to
hold them under water.
 Clear up any spills straight away.
Resources (per group)
Bowl of water or access to a sink; sealed empty plastic drinks
bottle; expanded polystyrene.
2: Practical: Floating, sinking and density
Pupils measure the upthrust on various objects by finding the
difference between their weight in air and their weight in water.
They also calculate the density of each object, and investigate
the link between density and floating/sinking. If irregular shaped
objects are used, pupils may need help measuring the volumes
(see Skills Sheet 22). Worksheet 7Kc(3) provides instructions.
 Clear up any spills straight away.
Resources (per group)
Samples of different materials (include wood, expanded
polystyrene, and at least two different metals); ruler; calculator;
bowl; water; force meter; Worksheet 7Kc(3). Optional: Skills
Sheet 22.
3: Practical: Upthrust in different liquids
Pupils investigate the amount of upthrust provided by different
liquids by measuring the change in weight when an object is
suspended in the liquid. The choice of object will depend on the
liquids being used – choose something which does not quite float
in the densest liquid. A fair test actually only requires the same
volume of object to be used each time – with higher-attaining
pupils you could use objects of the same volume but different
densities and compare results. You could limit the range of liquids
supplied to varying concentrations of salty water.
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7Kc
That floating feeling
Encourage pupils to compare their results with each other, and
use the comparisons as a basis for discussing the accuracy of their
results. Skills Sheet 35 may help pupils with this evaluation process.
 Clear up any spills straight away. Take care with any flammable
liquids used. Check hazcards to make sure no harmful liquids are
used.
Resources (per group)
Force meter; string; selection of liquids (e.g. water, cooking oil,
salty water); object small enough to fit in beaker that does not
quite float in the densest liquid; beaker; balance; Worksheet
7Kc(4). Optional: Skills Sheet 35.
4: Practical: Plasticine boats
Give each working group a piece of Plasticine®, and ask them to
make it into a boat. This will be trial and error, and small masses
(10 to 100 g stacking masses would do) should be provided so they
can test the load-carrying capacity of their boats. Challenge pupils
to make the best boat out of a limited quantity of Plasticine®.
 Clear up any spills straight away.
7
K
c
Resources (per group)
Lump of Plasticine®; 10–100 g masses; large empty ice cream or
margarine tub; or other suitable water container.
Explaining tasks
1: Pupil’s Book pages 154–155 (AT)
This looks at floating and density. Worksheet 7Kc(1) is the Access
Sheet.
• Must: use the AT to display the artwork and photos on this page
one at a time, and discuss what each one shows. Ask pupils the
questions verbally, and discuss answers if necessary.
2: Ships and balloons AT
The AT animation link on page 155 opens Ships and balloons – this
explains why ships and hot air balloons float, even though the
materials from which they are made are denser than the medium
in which they float.
3: Different densities AT
The second AT presentation link on page 155 opens Different
densities – a presentation that shows the effects of the density of
both the fluid and the floating object.
4: The Plimsoll line AB/AT
The first AT document link on page 155 opens The Plimsoll line – a
worksheet looking at the reason why ships have Plimsoll lines on
them.
5: Pupil’s Book pages 156–157 (AB/AT)
This looks at some ways in which climbers stay safe, and on how
risks in outdoor activities can be assessed. The material on these
pages helps to reinforce learning from this topic and Topic 7Kb.
Worksheet 7Kc(2) will help some pupils to access the information
on these pages.
6: Kayaks AB/AT
Discuss how sports such as kayaking can be made safer using ideas
about floating. Note that Worksheet 7Kc(6) also looks at safety
when kayaking, but can be done without having carried out this
task.
• The second AT document link on page 155 opens Sea kayak
safety – a worksheet that asks pupils to explain some of the safety
guidance given to sea kayakers, and to relate it to what they know
about floating and sinking.
Plenaries
1: Quick Check
Afl Use the Quick Check, which contains pairs of statements for
pupils to rank as true or false. They are asked to correct any false
statements. Using their corrected statements they are then asked
to decide whether or not the second statement of each pair is an
explanation for the first one. Pupils could be asked to give a CRI
score (see page 20) for each answer. Allow pupils to work on this
singly or in small groups, and then report back to compare answers.
2: Thinking about floating (AT)
• PMI: all ships should be made from wood. (Possible answers:
P – all ships would be safer as they would float anyway; M – it
would be difficult to make very large ships; I – is wood as strong
as other materials?)
• PMI: everything should be able to float. (Possible answers:
P – no-one would drown, and no boats would sink;
M – everything would float away in a flood; I – what would happen
in the sea if rocks and sand at the bottom of the sea floated?)
• CAP: an object floats. (Possible answers: the object is less dense
than water; the object is denser than water but is floating in a
liquid with an even greater density; the object is shaped so that it
has air spaces so its overall density is less than water.)
The first AT presentation link on page 155 opens Thinking about
floating – a PowerPoint presentation version of this task.
3: I can ... cloze exercise AB/AT
Afl The third AT document link on page 155 opens a cloze
exercise summarising the content of pages 154–155. There is also
an AT presentation version with answers.
Homework tasks
1: Worksheet 7Kc(5) provides questions about floating and sinking
to help consolidate the work in this topic.
2: Worksheet 7Kc(6) provides questions on buoyancy in relation to
kayaks.
3: Worksheet 7Kc(7) extends ideas about floating and sinking to
discuss Archimedes’ work on floating.
• The AT video link on page 156 opens Climbing safety – a video
which shows Tim describing some of the equipment climbers use
to make sure that they stay safe.
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7Kd
Balancing act
Pupil’s materials
Number and title
Level
Location
Type
Tasks
Balancing act
Must/Should
PB p158–159
Classwork
Explaining 1
Plenary 1
7Kd
Quick Check
Must/Should
ASP
Classwork
7Kd
Word Sheet
Must/Should
ASP
Homework
7Kd(1)
Balancing act
Must
CHAP
Access
Explaining 1
7Kd(2)
Make a force meter 1
Must
CHAP
Practical
Exploring 1
7Kd(3)
Make a force meter 2
Should
CHAP
Practical
Exploring 1
7Kd(4)
Forces and movement
Must/Should
CHAP
Classwork
Explaining 4
7Kd(5)
Stretching springs 1
Must
CHAP
Classwork
Explaining 5
7Kd(6)
Stretching springs 2
Should
CHAP
Classwork
Explaining 5
7Kd(7)
Changing speed 1
Must
CHAP
Homework
Homework 1
7Kd(8)
Changing speed 2
Should
CHAP
Homework
Homework 2
7Kd(9)
Climbing ropes
Could
CHAP
Homework
Homework 3
Objectives
All pupils must:
(1) describe the difference between balanced and unbalanced
forces
(2) describe what will happen in simple situations involving
balanced or unbalanced forces
(3) recall that ideas about forces have changed as new
experiments have been carried out.
Correctly use the words balanced forces, unbalanced
forces.
Most pupils should:
(4) describe some differences between modern ideas about
forces and older ideas, and the role of experimentation in
changing ideas
(5) recall that a spring stretches evenly up to a certain point
(6) describe how this principle is used in many force meters
(also known as newton meters).
Correctly use the words elastic, stationary.
Some pupils could:
(7) recall that springs have an elastic limit beyond which
stretching is non-uniform
(8) explain some applications of elasticity (other than force
meters).
7
K
d
Exemplar topic plans
MUST
PB pages
158–159
SHOULD
Starter 1
Starter 3
Exploring 1
Explaining 1
Explaining 2
Plenary 4
Homework 1
COULD
PB pages
158–159
Starter 1
Exploring 1
Exploring 2
Explaining 1
Explaining 2
Plenary 1
Homework 3
PB pages
158–159
Starter 1
Exploring 1
Exploring 2
Explaining 1
Explaining 2
Plenary 1
Homework 2
SHOULD
2 Yr KS3*
PB pages
154–159
7Kc Plenary 1
7Kc Exploring 2
7Kc Explaining 1
7Kc Plenary 1
7Kd Explaining 1
7Kd Exploring 1
7Kd Plenary 1
7Kc Homework 2
7Kd Homework 2
* This table is repeated in 7Kc
Topic notes
• Targets for the lesson can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
• Balanced forces have been mentioned already in the unit (e.g. in
terms of something floating if the upthrust balances the weight).
The aim of this topic is to formalise this concept, and to get pupils
to think about the forces providing the ‘balancing’ for stationary
objects.
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7Kd
Balancing act
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’
rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;
where these symbols appear in brackets it indicates that the task can be carried out with or without their use.
Also consider using one of the plenaries from the previous topic as a starter task in this topic.
7
K
d
Task
Level
NC
Type
Objectives
Starter 1
M/S
4–5
Practical
1, 2
Starter 2
M/S
4–5
Classwork
1, 2
Starter 3
M
4
Classwork
1, 2
Exploring 1
M/S/C
4–7
Practical
1, 2, 5–7
PLTS (Tw), Num (M, C, T, L) 1a, 1b
1a, 1b,
1c, 2a,
2b, 3a
1b
a, b
Exploring 2
S
4–7
Practical
1, 2, 5, 6
PLTS (Tw), Num (M, C, T, L) 1a, 1b
1a, 1b,
1c, 2a,
2b, 3a
1b
a, b
Exploring 3
C
6–7
Practical
1, 2, 5, 6
PLTS (Tw), Num (M, C, T, L) 1a, 1b
1a, 1b,
1c, 2a,
2b, 3a
1b
a, b
Explaining 1
M/S
4–5
Classwork
1, 2, 5, 6
Lit (WF)
1b
c
Explaining 2
S
4–5
Classwork
1, 2, 5, 6
Explaining 3
M/S
4–5
Classwork
5, 6
Explaining 4
M/S
4–6
Classwork
3, 4
Explaining 5
M/S
4–5
Classwork
5
Num (L)
Plenary 1
M/S
4–5
Classwork
1–4, previous topics
PLTS (Ct)
1b
Plenary 2
M
4
Classwork
1, 2
PLTS (Rl)
1b
Plenary 3
M/S
4–5
Classwork
1–8
PLTS (Rl)
1b
Plenary 4
M
4–5
Classwork
1–4
Lit (WF)
1b
Homework 1 M
4–5
Homework
1, 2
1b
c
Homework 2 S
4–5
Homework
1, 2
1b
c
Homework 3 C
4–6
Homework
6
Starters
1: Practical: Balanced forces
Demonstrate various situations where forces are balanced. Discuss
the types of forces, and how pupils know they are balanced.
Suitable demonstrations include: tie a paper clip to the base of a
clamp stand using a piece of cotton thread, and position a magnet
above it so that the paper clip appears to be suspended; a helium
or hydrogen filled balloon tied to a mass to stop it rising; an object
resting on a table; an object suspended from a string; a tug of war
or arm wrestling contest (ask two sensible pupils to cooperate).
Discuss what forces are present and point out that there are pairs of
forces balancing each other. This could lead into work on stretching
materials by showing a mass attached to a rubber band, and asking
pupils what would happen if a larger mass were added, or if you
used a thicker rubber band.

Ensure there are no flames in the laboratory if a hydrogen filled
balloon is being used.
Resources
Clamp and stand; cotton thread; magnet; balloon filled with
helium or hydrogen (on a string); string; masses or other objects.
2: Forces on pupils
Ask pupils to describe the forces on them while they are sitting or
standing, or while riding a bike etc. Elicit ideas about what forces
are necessary to keep something moving. Pupils can jot down their
ideas and revisit them at the end of the lesson.
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Skills
1 KC
2 KP
1a
3 RC
4 CO
1b
PLTS (Ep)
1b
1b
1b
Num (L), ICT (SS)
1b
2a, 3a
1b
3a
1b
3a
Lit (EC)
2a
h
1b
3: What do forces do? AB/AT
The AT document link on page 158 opens What do forces do? – a
document with illustrations of various situations involving forces.
Ask pupils to comment on the relative sizes of the different forces,
and what will happen in each case. This could be done as a class
discussion, or pupils could write their answers down. Pupils can
revisit their answers at the end of the topic to see if any of their
ideas have changed (see Plenary 2).
It is also worth reminding pupils of the convention that forces can
be represented by arrows showing the direction in which they are
acting, and that the size of the arrow indicates the size of the force.
Exploring tasks
1: Practical: Making a force meter
Pupils ‘calibrate’ a spring by producing a graph of weight against
length, and use it to weigh another object. Before carrying out
this practical the maximum load for the springs in use must be
determined – the mass values on Worksheet 7Kd(2) may need
to be changed if 5 N is beyond the elastic limit of the springs. If
insufficient G-clamps are available to fasten stands to the bench,
place a large mass on the base of each stand to stop it toppling
over. Ensure that objects to be weighed are within the range
covered in the experiment. This practical could be presented
as a contest to see who can find the weight of an object most
accurately.
© Pearson Education Limited 2008
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Balancing act
• Must: pupils follow the directions on Worksheet 7Kd(2).
• Should: pupils follow the directions on Worksheet 7Kd(3).
• Could: ask pupils to find out what happens if too much force is
applied to a spring. Eye protection will be needed in this case, and
it is advisable to stand a waste bin or bucket with newspapers
beneath the masses to keep toes out of the way and to deaden
the noise if the spring breaks.
 Wear eye protection if springs are to be stretched to breaking
point. Stand a waste bin or bucket lined with newspaper beneath
the masses to ensure that they cannot fall on pupils’ feet. Clamp
the base of the stand to the bench so it cannot fall over.
Resources (per group)
Retort stand and 2 clamps; metre rule; spring; mass holder
and masses (100 g to 1000 g); G-clamp; object to weigh;
graph paper; Worksheet 7Kd(2) or 7Kd(3). Optional: box with
newspaper; eye protection.
2: Practical: Stretching elastic bands
This practical is best done as a follow-up to Exploring 1. Ask pupils
to find out if elastic bands stretch in a similar fashion to springs.
Ask pupils to repeat their readings to provide more accurate
measurements, and then to plot the results for springs and elastic
bands on the same axes. Pupils should be encouraged to describe
the differences between the two lines, and what this means in
terms of the different way that springs and elastic bands stretch.
 Wear eye protection if elastic bands or springs are to be
stretched to breaking point. Stand a waste bin or bucket lined with
newspaper beneath the masses to ensure that they cannot fall on
pupils’ feet. Clamp the base of the stand to the bench so it cannot
fall over.
Resources (per group)
Retort stand and 2 clamps; metre rule; spring; mass holder and
masses (100 g to 1000 g); G-clamp; object to weigh; elastic
band; graph paper; box with newspapers; eye protection.
3: Practical: Two springs
This practical is best done as a follow-up to Exploring 1. Ask pupils
what they think will happen if two similar springs are used together,
either end to end or next to each other, and to explain their
reasoning. Pupils can then plan and carry out a quick investigtion
to test their predictions. They should find that two springs fastened
end to end produce twice the extension because the full force is
applied to both springs and so both stretch. With two springs next
to each other (as shown below), the extension should be half
that of a single spring, as each spring is supporting only half of the
weight.
7Kd
 Wear eye protection if springs are to be stretched to breaking
point. Stand a waste bin or bucket lined with newspaper beneath
the masses to ensure that they cannot fall on pupils’ feet. Clamp
the base of the stand to the bench so it cannot fall over.
Resources (per group)
Retort stand and 2 clamps; metre rule; 2 similar springs; short
length of dowel; mass holder and masses (100 g to 1000 g); Gclamp; graph paper; box with newspapers; eye protection.
Explaining tasks
1: Pupil’s Book pages 158–159 (AT)
This looks at balanced forces and how force meters work.
Worksheet 7Kd(1) is the Access Sheet.
• Must: use the AT to look at the drawings on page 158 and
discuss what is happening in terms of balanced forces. Ask pupils
the questions in the book verbally. The material on force meters
could be omitted if Explaining 2 (discussing how force meters
work) is going to be used.
• The AT animation link on page 158 opens Balanced and
unbalanced forces – an animation that helps to explain the effects
of balanced and unbalanced forces.
2: Balanced forces and weighing objects (AT)
If Exploring 1 has been carried out, consolidate ideas about
balanced forces by discussing how the force in a spring or elastic
band increases as it stretches, and how the spring stops stretching
when the force provided by it balances the weight of the object
suspended from it.
7
K
d
• The AT animation link on page 159 opens Weighing objects – an
animation that illustrates the role of balanced forces in a force
meter.
3: A spring experiment AB/AT
The AT spreadsheet link on page 159 opens A spring experiment
– a spreadsheet with the results of an investigation using two
different springs. This can be used in place of Exploring 1 if time
is short, or can be used as additional reinforcement of the results
expected from such an investigation or to give pupils practice in
using a spreadsheet package for graph plotting. The spreadsheet
includes some questions.
4: Aristotle and Galileo
Worksheet 7Kd(4) looks at Aristotle’s ideas about forces on moving
objects, and contrasts his ideas and methods with those of Galileo.
• Must: read through the sheet with pupils and discuss the ideas.
• Should: pupils could work through the sheet alone or in pairs,
before discussing answers to the questions.
5: Stretching springs
Worksheets 7Kd(5) and 7Kd(6) provide data from an experiment
with springs, for pupils to plot graphs and draw conclusions. These
can be used if time or facilities are not available to carry out the
practical on making a force meter described in Exploring 3.
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Balancing act
Plenaries
1: Quick Check
Afl Give pupils copies of the Quick Check sheet and ask them
to write questions to fit the answers given. Pupils should be
encouraged to think of more than one possible question that
would result in the given answer. Note that this activity revises and
reinforces work from Topic 7Ka as well as this topic.
• Must: pupils would not be expected to recall the meaning of
elastic, so they could omit the last question.
7
K
d
2: What do forces do revisited AB/AT
Afl The AT document link on page 158 opens What do forces
do? – a document with illustrations of various situations involving
forces. If pupils wrote down answers to the questions on this sheet
in Starter 3, ask them to look at their answers and to amend any
that they now think may be incorrect. If pupils have not already
used the sheet, ask them to comment on the relative sizes of the
different forces and what will happen in each situation. Give pupils
a few minutes to jot their ideas down, and then ask them to report
back to the class.
3: Forces on pupils revisited
Afl Revisit the notes that pupils made in the brainstorming session
in Starter 2. Ask them to amend their notes to reflect what they
have learnt during the lesson. You could also ask selected pupils to
tell the rest of the class one new thing they have learnt.
4: I can ... cloze exercise AB/AT
Afl The AT document link on page 159 opens a cloze exercise
summarising the content of pages 158–159. There is also an AT
presentation version with answers.
Homework tasks
1: Worksheet 7Kd(7) provides questions on balanced and
unbalanced forces.
2: Worksheet 7Kd(8) provides questions on balanced and
unbalanced forces.
3: Worksheet 7Kd(9) looks at how climbing ropes act to stop a
falling climber gradually.
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© Pearson Education Limited 2008
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7Ke
The need for speed
Pupil’s materials
Number and title
Level
Location
Type
Tasks
The need for speed
Must/Should
PB p160–161
Classwork
Explaining 1
Safety standards
Should/Could
PB p162
Classwork
Explaining 3
7K
Quick Quiz
Must/Should
ASP
Classwork
Plenary 3
7K
Quick Quiz Answer Sheet
Must/Should
ASP
Classwork
Plenary 3
7K
End of Unit Test
Must/Should
ASP
Classwork
Plenary 7
7K
Level Ladder
Must/Should
ASP
Classwork
Plenary 8
7Ke
Quick Check
Must/Should
ASP
Classwork
Plenary 2
7Ke
Word Sheet
Must/Should
ASP
Classwork
7Ke(1)
The need for speed
Must
CHAP
Access
Explaining 1
7Ke(2)
Match the speeds!
Must/Should
CHAP
Classwork
Starter 3
7Ke(3)
The Highway Code
Should/Could
CHAP
Classwork
Exploring 1
7Ke(4)
Speed check
Must
CHAP
Homework
Homework 1
7Ke(5)
Bungee jumping
Should
CHAP
Homework
Homework 2
7Ke(6)
Speed records
Could
CHAP
Homework
Homework 3
SS29
Line graphs
Should
CHAP
Classwork
Exploring 1
Objectives
All pupils must:
(1) state that speed is how far an object moves during a set
period of time
(2) recall that speed is normally measured in m/s, km/h or mph.
Correctly use the words km/h, m/s, mph, speed.
Most pupils should:
(3) interpret a simple distance–time graph
(4) explain what thinking distances, braking distances and
stopping distances are, and how they are affected by road
conditions and driver alertness
(5) suggest some reasons why safety standards are needed in
certain situations.
Correctly use the words braking distance, distance–time
graph, stopping distance, thinking distance.
Some pupils could:
(6) apply ideas about forces and times to athletics records.
Topic notes
Targets for the lesson can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
7
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Exemplar topic plans
MUST
PB pages
160–162
SHOULD
Starter 1
Explaining 1
Explaining 2
Exploring 2
Explaining 3
Plenary 4
Plenary 8
Homework 1
COULD
PB pages
160–162
Starter 1
Explaining 1
Exploring 1
Explaining 2
Explaining 3
Plenary 4
Plenary 5
Homework 3
PB pages
160–162
Starter 1
Explaining 1
Exploring 1
Explaining 2
Explaining 3
Plenary 4
Plenary 5
Plenary 8
Homework 2
SHOULD
2 Yr KS3
PB pages
160–162
7Ke Starter 1
7Ke Explaining 1
7Ke Exploring 1
7Ke Explaining 2
7Ke Explaining 3
7Ke Plenary 4
7Ke Plenary 5
7Ke Plenary 8
7Ke Homework 2
Be prepared: 7Ke
Exploring 2: road safety survey trip.
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7Ke
The need for speed
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’
rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;
where these symbols appear in brackets it indicates that the task can be carried out with or without their use. Also consider using one of
the plenaries from the previous topic as a starter task in this topic.
7
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Task
Level
NC
Type
Objectives
Skills
Starter 1
M/S
4–6
Classwork
1, 2
PLTS (Rl)
Starter 2
M/S
4–5
Classwork
1, 2
1b
Starter 3
M
4
Classwork
2
1b
c
Exploring 1
S
4–6
Classwork
1–4
ICT (SS), Num (L)
2a
1a, 2a
1b
c
Exploring 2
M/S
4–5
Classwork
1, 4
ICT (PS)
2a
3a
1b
c
Explaining 1
M/S
4–6
Classwork
1–4
1b
c
Explaining 2
M/S
4–6
Classwork
4, previous topics
Num (L)
1b
c
Explaining 3
M/S
4–5
Classwork
5
Lit (DS), PLTS (Ep)
1b
c
Plenary 1
S
4–5
Classwork
3
ICT (SS)
1b
Plenary 2
M
4
Classwork
all topics
Lit (WF)
1b
Plenary 3
M/S
3–5
Classwork
all topics
PLTS (Rl)
1b
Plenary 4
M/S
3–5
Classwork
all topics
PLTS (Rl)
1b
Plenary 5
S
3–5
Classwork
all topics
PLTS (Rl)
1b
Plenary 6
M
4–6
Classwork
1–4
Lit (WF)
1b
Plenary 7
M/S
3–7
Classwork
all topics
Plenary 8
M/S
4–7
Classwork
whole unit
Homework 1 M
1 KC
2 KP
3 RC
1b
2a
2a, 2b
1b
1b
PLTS (Rl, Sm)
Homework
1, 2 previous topics
Homework 2 S
6
Homework
3
Num (L)
1b
Homework 3 C
6
Homework
5
Num (C)
1b
Starters
4 CO
1b
c
Exploring tasks
1: Brainstorm speed
Afl Ask pupils to jot down their ideas about speed, what it means,
its units of measurement and some examples of fast and slow
moving objects. They can then be asked to contribute ideas to a
class brainstorm.
1: Stopping distances (AT)
Worksheet 7Ke(3) looks in more detail at the stopping distances
given in the Highway Code. One of the questions asks pupils to
plot a graph, including a line of best fit. Some pupils may find Skills
Sheet 29 useful.
It may help to make notes on the board that can be referred to later
in the topic. This is particularly useful if any misconceptions are
apparent in pupils’ answers – you may wish to leave them initially,
and revisit the results of the brainstorm later in the topic when
pupils may be able to correct their own misconceptions.
• The AT spreadsheet link on page 160 opens Stopping distances
– a spreadsheet that includes the data on Worksheet 7Ke(3), plus
information about stopping distances at night. This spreadsheet
can be used for the graph plotting in question 4 on the
worksheet. It also asks pupils to plot further graphs to compare
thinking and braking distances during the day and at night.
2: Speed limits
Ask pupils what a speed limit is, and what the units are for the
speed limit numbers given on road signs. Ask them for examples of
different speed limits in the local area, and to suggest why there are
different limits in different places. Elicit the idea that the faster a car
is going, the longer it takes to stop. Discuss what measurements are
needed to work out a speed.
3: Match the speeds
Worksheet 7Ke(2) provides a set of cards with descriptions of
moving objects, and their speeds given in three different units.
Ask pupils to cut out the cards and match them up. This activity
is intended to familiarise pupils with the three common units for
measuring speed, and to give them a feel for how speeds in the
three different units compare. At its simplest they could just match
up the speeds in different units by putting the cards for each unit
into rank order.
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2: Road safety posters
Follow up the work on stopping distances in the Pupil’s Book and
in Exploring 1 by asking pupils to design road safety posters or
presentations, aimed at encouraging drivers to stick to speed limits.
Continue this theme by discussing any traffic calming attempted
in the local area. Using a large scale map of the local area, mark
busy junctions, crossings, and any places where traffic calming
measures have been taken. If it is possible to take small groups out
of school, perhaps in a minibus, this could be made into a survey. If
not, pupils could contribute from memory or be asked to note any
features they encounter on their normal route home.
Resources
Sugar paper; coloured pencils; plain paper; glue; large-scale
map of local area.
© Pearson Education Limited 2008
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The need for speed
Explaining tasks
1: Pupil’s Book pages 160–161 (AT)
This looks at speed and how the speed of a car affects the distance
it will take to stop. The theme of journeys is continued by introducing
distance–time graphs. Worksheet 7Ke(1) is the Access Sheet.
• Must: read through the pages with pupils and discuss the
questions with them.
• The first AT animation link on page 161 opens Distance–time
graph – an animation showing how distance–time graphs can be
used to show what happens during a journey.
• The second AT animation link on page 161 opens Acceleration
– this shows how a distance–time graph is built up for a vehicle
that speeds up and slows down.
2: Unbalanced forces and speed
Link the work on speed to the earlier topics in this unit by
discussing the role of unbalanced forces in changing speed,
and the effects of friction, air and water resistance. Show pupils
the stopping distances for cars quoted in the Highway Code
(reproduced in the Pupil’s Book), and discuss the fact that these
distances depend on a dry road and an alert driver. Pupils could
also be asked to plot a graph of stopping distance against speed
and describe the trend shown.
3: Pupil’s Book page 162 (AT)
This looks at standards for equipment and training, and asks pupils
to discuss whether or not they think such standards are necessary.
There are also questions which help to revise some of the earlier
content in the unit.
• The AT video link on page 162 opens Safety standards – a video
showing Jim talking about how they know the equipment they
use will do what it is supposed to, and why this is important.
Plenaries
1: Distance–time graphs AB/AT
Afl The AT spreadsheet link on page 161 opens Distance–time
graphs – a spreadsheet with two distance–time graphs and sets of
statements, for pupils to match the statements to the relevant parts
of each graph.
2: Quick Check
Afl The Quick Check sheet provides a word puzzle to help pupils
to revise key vocabulary from the whole unit.
3: Quick Quiz revisited
Afl Revisit the 7K Quick Quiz to test pupils’ knowledge of the
content of this unit. If you have the ASP on CD-ROM use Quick
Quiz 2 which provides the same activity but with the answers
arranged in a different order. Pupils could fill in their answers on
the 7K Quick Quiz Answer Sheet. Encourage pupils to identify
for themselves areas where their understanding is still weak and
decide how they are going to remedy this.
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7Ke
4: Ideas about forces AT
Afl The third AT presentation link on page 161 opens Ideas about
forces – a concept cartoon with different statements about forces,
some of which are incorrect. If this was used in Topic 7Ka Starter
3, ask pupils to look at the answers or comments they wrote at the
time and note any changes they think should be made now they
have learnt more about forces. If this has not been used before, ask
pupils to discuss each statement and decide whether or not it is
correct. If they think a statement is not correct, ask them to explain
why they think this.
5: Designing sports equipment
Afl Ask pupils to imagine they work for a company that designs
and makes sports equipment. Some of the managers have asked
why the company needs to employ scientists to help to design
new equipment. Pupils will have to give a presentation to the
management to persuade them that an understanding of forces
is necessary. Ask them to prepare a set of notes or a list of things
they would talk about if they had to give such a presentation.
This activity can be done as an assessed task. A sheet of level
descriptions is provided on page 284 of the ASP.
6: I can ... cloze exercise AB/AT
Afl The AT document link on page 161 opens a cloze exercise
summarising the content of pages 160–161. There is also an AT
presentation version with answers.
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7: End of Unit Test
Afl
Use the 7K End of Unit Test. A mark scheme is given in the
ASP. Encourage pupils to identify areas that are still weak and to
formulate plans to strengthen those areas.
8: Level ladder
Afl Pupils should tick the boxes on the Level Ladder to record
those statements that they feel they know. Alternatively they can
use a traffic light system or the CRI index (see Introduction, page
17) to record degrees of certainty. Ideally pupils should be certain
of all statements at a level to be sure they are working at that level.
Encourage pupils to plan how to do further work on the things
about which they remain unsure.
Homework tasks
1: Worksheet 7Ke(4) provides questions about speed and also
revises some work on forces from earlier in the unit.
2: Worksheet 7Ke(5) asks pupils to interpret a distance–time graph
of a bungee jump (where distance is presented as height).
3: Worksheet 7Ke(6) looks at running records in athletics and how
they are measured.
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